Suchergebnisse

Este trabalho tem a finalidade de explicitar o caráter experimental da história arqueológica de Foucault a partir da leitura que esse filósofo faz da noção nietzschiana de origem. Tratamos de analisar como o filósofo francês, ao abordar, em alguns momentos, a genealogia nietzschiana, acaba por conferir à arqueologia um sentido experimental, associado ao uso foucaultiano do conceito de vontade de verdade. Indicamos, por fim, como esta perspectiva da noção origem pode ser útil na compreensão do discurso sobre a socioeducação no Brasil.

This article presents a comparative analysis of two concepts proposed and developed in two very different areas: the concept of themata, proposed by Gerald Holton in the area of ​​the history of science and related to the processes of production and diffusion of scientific knowledge, and the concept of Pathosformeln, proposed by Aby Warburg in the area of history of art and related to some important historical and epochal continuities of artistic production. Despite the very different disciplinary contexts in which they were proposed, and despite the specificities that naturally ensure the identity of each of the concepts, it is shown in this article how themata and Pathosformeln have undeniable and important affinities. In fact, both correspond to entities that have a long historical persistence, a cyclical nature, and a great disciplinary, cultural and epochal transversality, in conjunction with a great capacity to assume specific forms at a given time and in a given context. Despite the roots in very different areas, the affinities are strong enough to recognize that themata and Pathosformeln belong to a conceptual network with great potential for understanding, not only the science and art, but also the historical and transdisciplinary dynamics of culture in general.

This text proposes a reflection on art education, more specifically on plastic and visual expression and some of its main problems at a theoretical and practical level. Starting by analyzing the path of teaching and learning throughout history, we question today, its practices, between traditional teaching and the need to find alternative paths, appropriate to a world in permanent change. We try to understand the conception of art from which we started and its importance in educational practices, as well as the influence of the philosophical conception of the human being by teachers and educators, regarding the way they approach the educational proposals they develop.

Parte-se do estado da arte feito por Muniz Sodré (2012a) sobre a abordagem acadêmica do campo comunicacional e a dificuldade para defini-lo em seu aspecto "científico". No intuito de prospectar além dos paradigmas identificados por Sodré (o sociológico, dos efeitos; e o semiótico, dos códigos), propõe-se o paradigma pulsional que orienta a Transformática, teoria psicanalítica da comunicação.

The article discusses the project of creation and implementation of the Institutional Repository of the Federal University of Tocantins, RIUFT. The goal is to gather, store, organize, preserve, retrieve and disseminate scientific and academic production of UFT with a view to the management of scientific information, increasing the visibility and prestige of the institution in the national and international levels. Search available to the university community a space to store and preserve the information produced in the institution and at the same time promoting the transparency of public spending and support for research activities and creation of scientific knowledge within the UFT. The implementation of RIUFT is through adherence to Ibict the notice, and will be developed in two phases: planning and implementation. This study also addresses a history of actions implemented by Ibict in favor of open access movement to scientific knowledge as well as a brief literature review of the knowledge society and information and communication technologies. As a research technique, we adopted a qualitative approach, using literature review and exploratory research. The data collection method adopted was based on information provided by the university and its graduate programs.

A partir do pensamento de Foucault, o artigo tem por objetivo analisar as condições pelas quais o saber se constitui normativo para o campo da educação. Para tanto, serão desenvolvidas duas perspectivas. Na primeira, analisa-se a relação dupla do saber em sua potência de normação e de normalização. A seguir, apresenta-se a relação entre saber e homogeneidade, demonstrando algumas razões pelas quais é tão difícil mudar os regimes teóricos e empíricos no campo da educação. Com isto, pretende-se considerar, como hipótese de trabalho, que qualquer mudança ou transformação almejada para o campo da educação tem de passar pelo questionamento das (re)produções normativas.

Our aim is to develop and propose a method for ANTi-historians, using analysis of controversy as thestarting point. Despite the theoretical and methodological development of the ANTi-history approach to the study of knowledge of the past and the creation of its history, there is room for method development based on controversy analysis. We ground our proposal in some of ANTi-history's assumptions (relationalism, the symmetry principle, and multiplicity) and practical concepts (translation and politics of actor-networks). In addition, we recommend four criteria that researchers should use in choosing a controversy to serve as a starting point for investigation. Finally, we present five steps for investigating knowledge of the past and the creation of history. ; Nuestro objetivo es construir una propuesta de método para antihistoriadores, tomando el análisis de la controversia como el punto de partida. A pesar del desarrollo teórico y metodológico del enfoque ANTi-History para el estudio del conocimiento del pasado y la creación de su historia, hay espacio para el desarrollo de un método basado en el análisis de controversias. Basamos nuestra propuesta en algunosde los supuestos de la ANTi-History (relacionalismo, principio de simetría y multiplicidad) y conceptosprácticos (traducción y política de redes de actores). Además, recomendamos cuatro criterios que losinvestigadores deben usar para elegir una controversia que sirva como punto de partida para la investigación. Finalmente, presentamos cinco pasos para poner en práctica la investigación del conocimiento del pasado y la creación de la historia. ; Nosso objetivo é construir uma proposta de método para os ANTi-historiadores, tomando a análise dacontrovérsia como ponto de partida. Apesar do desenvolvimento teórico e metodológico da abordagem ANTi-história para o estudo do conhecimento do passado e a criação de sua história, há espaço para o desenvolvimento de um método com base na análise de controvérsias. Baseamos nossa proposta em algumas das suposições da ANTi-história (relacionalismo, princípio de simetria e multiplicidade) econceitos práticos (tradução e política de redes de atores). Além disso, recomendamos quatro critériosque os pesquisadores devem usar na escolha de uma controvérsia para servir como ponto de partidapara a investigação. Por fim, apresentamos cinco etapas para colocar em ação a investigação do conhecimento do passado e a criação da história.

The work by Enrique Leff lead us to think through the emergence of ecological thinking, referring to the social, economic, and political changes that have taken place in society, especially concerning the increased production of technological innovations through scientific knowledge. Such changes depict environmental degradation arising from a crisis of knowledge, with excessive appreciation of absolute, unquestionable, fragmented knowledge, which subsumed environmental issues, the relation between human beings and the environment and nature. The spillover of knowledge has produced and it still produces an emptying of existential senses of human beings, denying the otherness constructed through social relations and issues of being in time and history. ; A obra de Enrique Leff faz refletir sobre o surgimento do pensamento ecológico, remetendo às transformações sociais, econômicas e políticas que estão ocorrendo na sociedade, especialmente em relação ao aumento da produção de inovações tecnológicas a partir do conhecimento científico. Essas transformações retratam uma degradação ambiental oriunda de uma crise do conhecimento, em que há uma valorização excessiva do saber absoluto, inquestionável, fragmentado, que subsumiu as questões ambientais, a relação do ser humano com o ambiente e a natureza. O transbordamento do conhecimento produziu e produz um esvaziamento dos sentidos existenciais dos seres humanos, negando a outridade construída a partir das relações sociais e das questões do ser no tempo e na história.

Educação do Campo e material didático: uma análise de livros didáticos de História Neste artigo, o objetivo é analisar Livros Didáticos de História (LDH) utilizados no Ensino Fundamental (6º ano) em escolas do campo situadas no município de Tocantinópolis-TO. Considerando que a formação na perspectiva da Educação do Campo possibilita reconhecer e valorizar os saberes e a cultura, buscando a emancipação dos camponeses, o estudo do material didático selecionado compreende uma análise dos seguintes elementos das obras: (1) conteúdos; (2) atividades; (3) interação professor-aluno; e as (4) imagens. A pesquisa é de natureza bibliográfica, de abordagem qualitativa. O corpus é constituído por dois LDH: um produzido para o Programa Escola Ativa e, outro, destinado às escolas situadas no meio urbano, mas adotado também por escolas do campo do contexto da pesquisa. Tendo em vista a realidade das escolas do campo e do contexto social, político e econômico em que vivem os camponeses, o estudo revelou que apenas um dos LDH analisados atende aos princípios defendidos pela Educação do Campo. Palavras-chave: Livro Didático, História, Educação do Campo. ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. Keywords: Textbook, History, Rural Education. Educación Rural y material didáctico: un análisis de libros didácticos de Historia RESUMEN: En este artículo, el objetivo es analizar Libros Didácticos de Historia (LDH) utilizados en la Enseñanza Fundamental (6º año) en escuelas rurales situadas en el municipio de Tocantinópolis-TO. Considerando que la formación en la perspectiva de la Educación Rural posibilita reconocer y valorar los saberes y la cultura, buscando la emancipación de los campesinos, el estudio de material didáctico seleccionado comprende un análisis de los siguientes elementos de las obras: (1) contenido; (2) actividades; (3) interacción maestro-alumno; y las (4) imágenes. La investigación es de naturaleza bibliográfica, de abordaje cualitativo. El corpus está constituido por dos LDH: uno producido para el Programa Escola Ativa y, otro, destinado a las escuelas situadas en el medio urbano, pero adoptado en escuelas rurales del contexto de la investigación. En vista de la realidad de las escuelas rurales y del contexto social, político y económico en que viven los campesinos, el estudio reveló que sólo uno de los LDH analizados atiende a los principios defendidos por la Educación Rural. Palabras clave: Libro Didáctico, Historia, Educación Rural. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. ; RESUMEN: En este artículo, el objetivo es analizar Libros Didácticos de Historia (LDH) utilizados en la Enseñanza Fundamental (6º año) en escuelas rurales situadas en el municipio de Tocantinópolis-TO. Considerando que la formación en la perspectiva de la Educación Rural posibilita reconocer y valorar los saberes y la cultura, buscando la emancipación de los campesinos, el estudio de material didáctico seleccionado comprende un análisis de los siguientes elementos de las obras: (1) contenido; (2) actividades; (3) interacción maestro-alumno; y las (4) imágenes. La investigación es de naturaleza bibliográfica, de abordaje cualitativo. El corpus está constituido por dos LDH: uno producido para el Programa Escola Ativa y, otro, destinado a las escuelas situadas en el medio urbano, pero adoptado en escuelas rurales del contexto de la investigación. En vista de la realidad de las escuelas rurales y del contexto social, político y económico en que viven los campesinos, el estudio reveló que sólo uno de los LDH analizados atiende a los principios defendidos por la Educación Rural. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education.

Objective: To unveil the unofficial history of psychiatric care at the time of the civic-military dictatorship. Methods: This is a descriptive, exploratory, investigative, qualitative study that uses content analysis. Interviews were conducted with former employees of the psychiatric hospital Hospicio do Juquery. Two interviews were registered, and the others recorded and transcribed. Results: Processes involving care were accompanied by the use of violence, encouraged by the dynamics of the institution. Like the policy at the time, the unveiled psychiatric care points to rigid, authoritarian rules, and to the annihilation of forms of subjectivity, a true process of reification of individuals. A strong relationship between the violence practiced and the therapy involving knowledge/scientific power was noted. Conclusion: The state should be responsible for having spread rampant repression through its ideological and repressive apparatus, such as the Hospicio. Analyzing the real facts that were concealed by the official history promotes understanding in an attempt to avoid the repetition of the violent practices and the dehumanization presented there. ; Objetivo: Desvelar a história não oficial da assistência psiquiátrica na época da ditadura cívico-militar. Métodos: Estudo exploratório-descritivo-investigativo, qualitativo, por meio da análise de conteúdo. Foram realizadas entrevistas com ex-funcionários do Hospício do Juquery. Duas entrevistas foram registradas e as demais gravadas e transcritas. Resultados: Processos que envolviam o cuidar estavam acompanhados do uso da violência, incentivadas pela dinâmica da Instituição. Assim como a política vigente, a assistência psiquiátrica desvelada aponta para normas rígidas, autoritárias e da aniquilação das formas de subjetividade, verdadeiro processo de reificação dos indivíduos. Notou-se forte relação entre a violência praticada e a terapêutica que envolvia o saber/poder científico. Conclusão: O Estado deve ser responsabilizado por ter propagado repressão desenfreada por meio de seus aparelhos ideológicos e repressivos, como o Hospício. Analisar os fatos reais ocultados pela história oficial favorece a compreensão na tentativa de se evitar a repetição das práticas violentas e desumanização apresentadas. ; Univ Fed Sao Paulo, Escola Paulista Enfermagem, Sao Paulo, SP, Brazil ; Univ Fed Sao Paulo, Escola Paulista Enfermagem, Sao Paulo, SP, Brazil ; Web of Science

In his last speech as President of the European Parliament, on 16 December 2022, addressed to the heads of state of the European Union and entitled "Europe must show allegiance to its citizens", David Sassoli underlines the importance of thinking about the Europe of the future. Bearing in mind the history and memory of the continent, the roots of the Euroean culture and its long traditions of humanistic and scientific knowledge, he presents three axes of development - innovation, protection and dissemination - for a Europe that must be thought of as a project, dynamic, hopeful, young spirited and faithful to its humanist and democratic basis.

The relations between the sciences, the historical context of their production and the philosophical conceptions prevailing in a given time become visible when considering the history of science. For it shows the links between history in the broad sense, that is, political, economic, cultural and social history, with the sciences themselves and with the philosophy of science. This article seeks to discuss the history and philosophy of science in basic education, its limits and possibilities. How basic education has been addressing science in school; how teacher education is working with future teachers in science at school; how is the history and philosophy of science placed in teacher education curricula and basic education, how do the areas talk and share the history and philosophy of science in the construction of knowledge? They propose to rescue the history and philosophy of science as historical knowledge constituted throughout the ages, as well as the evolution of science from the perspective of epistemologists such as Kunh (1971), Popper (19), Bachelard (1996). This work brings reflections on the limitations of science education in basic education and conclusions by contextualizing the importance of the history and philosophy of science being present in the curricula of teacher education and basic education. ; Las relaciones entre las ciencias, el contexto histórico de su producción y las concepciones filosóficas vigentes en un momento dado se hacen visibles al considerar la historia de la ciencia. Porque muestra los vínculos entre la historia en un sentido amplio, es decir, la historia política, económica, cultural y social, con las ciencias mismas y con la filosofía de la ciencia. Este artículo busca discutir la historia y la filosofía de la ciencia en la educación básica, sus límites y posibilidades. Cómo la educación básica se ha acercado a la ciencia en la escuela; cómo la formación docente está trabajando con futuros profesores de ciencias en la escuela; cómo se coloca la historia y la filosofía de la ciencia en los planes de estudio de educación docente y la educación básica; cómo las áreas hablan y comparten la historia y la filosofía de la ciencia al construir el conocimiento y el conocimiento. Proponen rescatar la historia y la filosofía de la ciencia como conocimiento histórico constituido con el tiempo, así como la evolución de la ciencia desde la perspectiva de epistemólogos como Kunh (1971), Popper (1994), Bachelard (1996). Trae reflexiones sobre las limitaciones de la educación científica en la educación básica y termina contextualizando la importancia de la historia y la filosofía de la ciencia para estar presentes en los planes de estudio de educación docente y educación básica. ; As relações entre as ciências, o contexto histórico de sua produção e as concepções filosóficas vigentes em uma determinada época se tornam visíveis ao considerar a história da ciência. Pois ela mostra os vínculos entre a história em sentido amplo, quer dizer, história política, econômica, cultural e social, com as próprias ciências e com a filosofia da ciência. Esse artigo busca discutir a história e filosofia da ciência na educação básica, seus limites e possibilidades. Como a educação básica vem abordando a ciência na escola; como a formação de professores está trabalhando com futuros docentes a ciência na escola; como está colocada a história e filosofia da ciência nos currículos de formação de professores e na educação básica, como as áreas conversam e compartilham da história e filosofia da ciência quando da construção do conhecimento e de saberes. Se propõe a resgatar a história e filosofia da ciência enquanto saber histórico constituído através dos tempos, bem como a evolução da ciência a partir do olhar de epistemólogos como Kunh (1971), Popper (1994), Bachelard (1996). Traz reflexões acerca das limitações da educação em ciências na educação básica e finaliza contextualizando a importância da história e filosofia da ciência estar presente nos currículos de formação de professores e da educação básica.

Background: The training of teachers who teach mathematics is surrounded by knowledge that changes over time. These changes are for several moments mobilized by specialists, in this context, the official documents are possible historical sources for reading and analyzing changes. Objective: To analyze the systematizations of a "Geometry for teaching" put into circulation for the training of teachers, at the end of the 19th century, in Rio de Janeiro, at this time the Republic, by professors Amélia Fernandes da Costa, Luiz Augusto dos Reis and Manoel José Pereira Frazão, appointed by the republican power for the mission of pedagogical studies in Europe. Data collection and analysis: Data were collected from the travel records of commissioners, and also from publications in educational, analysed from the perspective of Cultural History. Design: Use for the study the official reports found by the documents and Revista Pedagogica, printed for teachers, these documents, acquired or accumulated by the specialists in question, were solved and problematized following the following investigation steps: recompilation of teaching experiences; comparative analysis of teachers' knowledge; analysis of systematization and use of knowledge as knowledge (Valente, 2018; 2020). Setting and Participants: It is a historiographical study in documents. Results: An analysis of the sources revealed that the performance of the documents, as well as their active participation in political issues and primary education, the recognition of peers, a call from the State for the pedagogical trip and the consequent responsibility to produce an official report, placed them in the category of Experts, thus allowing us to qualify them and put into circulation a proposal for a new "Geometry for teaching", characteristic of intuitive times, and against the previous proposal. Conclusions: The "Geometry for teaching" put into circulation, should be mobilized by teachers in close relationship with Design and Handicrafts and was not structured as a subject in primary school.